Self‐Feedback and Self‐Assessment in Second Language Writing: A Critical Scoping Review and Future Agenda

ABSTRACT Self‐assessment (SA) and self‐feedback (SF) have gained increasing attention in second language writing (L2) research as key mechanisms supporting self‐regulated learning and learner autonomy. However, as warned by some scholars, conceptual and methodological challenges still remain in understanding and exploring the two constructs in L2 writing research. This paper presents a critical scoping review of 33 studies on SA and SF in L2 writing to examine how these constructs have been conceptualized and studied, with the aim of identifying key theoretical and methodological challenges in the field. Drawing on a synthesis of the literature, the review maps major research trends and highlights three interrelated issues: (1) a paradox between learner autonomy and external support in research design and pedagogy; (2) the blurring of boundaries between SA and SF, particularly in relation to formative versus summative functions and the use of rubrics as validation tools; and (3) the black box issues when claiming the cause‐and‐effect relations between SA/SF and learning outcomes, given the internal and nonlinear nature of feedback processes. In response, the paper proposes a future research agenda that emphasizes (a) balancing autonomy with flexible external scaffolding, (b) clarifying the distinct but complementary roles of SA and SF, and (c) shifting attention from linear cause–and–effect models toward process‐oriented investigations of internal feedback generation and use. By presenting a critical synthesis of existing work, the review contributes to a more precise theoretical understanding of SA and SF and offers methodological guidance for advancing learning‐oriented L2 writing research.